Mao’s Cultural Revolution Comes to America thumbnail

Mao’s Cultural Revolution Comes to America

By The Daily Skirmish – Liberato.US

The war on parents is escalating.  Here’s what’s happening on the battlefield:

A series of undercover videos exposed what school personnel are really up to, in their own words.

A private school director in New York City was caught on video admitting she misuses her position to sneak her left-wing political agenda into classrooms.  “I just keep trying to disrupt wherever I can,” she said. “And now that I’m in this position, I have so many opportunities to do that.”  She said she won’t allow Republican views to be expressed and trashed white boys as being horrible, awful people who are protected by capitalism.  Wow.

Also in New York City, a middle school teacher was recorded encouraging students to engage in political violence and throw bricks at people who hold opposite views.  She changed the words to the Pledge of Allegiance, so her class recites the idea America does not stand for liberty and justice for all, because black and brown people are excluded, they don’t get justice.  If that’s true, why did Breonna Taylor’s family get a $12 million settlement from Louisville?  The claim doesn’t make any sense.  It’s garbage.

An assistant principal of an elementary school in Greenwich, Connecticut won’t hire Catholic teachers or anybody over 30 because they’re too conservative.  He admitted to illegal age discrimination on video.  He said he has progressive teachers who are adept at delivering left-wing messages to students without being obvious about it.  “It’s subtle…. That’s how you get away with it,” he said.

Back in New York City, an assistant principal won’t hire teachers who believe in equality or a color-blind society.  They have to give the correct Woke responses to diversity, equity, and inclusion questions and toe the party line on anti-racism or they won’t be hired.  He would have fired a teacher who did not want to indoctrinate students with Black Lives Matter ideology, but the teacher quit first.  Kindergartners at the school celebrate gay pride month by reading stories about a boy who wants to be a mermaid and encouraging children to be anything they want to be, genderwise.  Transgender ideology becomes more explicit as the kids get older.

This is all in their own words and on tape, folks, there’s no denying it.  They’re coming for your kids, and it’s not just the east coast.

Indoctrination also starts in kindergarten in Portland, Oregon schools.  Kids are being taught the male-female gender binary is just a white colonizer construct and the ‘infinite gender spectrum’ is where it’s at.  Forget the 57 genders, the number of gender choices is now ‘infinite’.  Isn’t progress wonderful?  According to the curriculum, some girls can have penises and some boys can have vulvas.  This is not just the schools taking over the job of identity formation from parents, the agenda goes deeper than that.  After six years of identity indoctrination, fifth-graders are asked to make Chinese youth league-style promises to carry on the revolution.  They are asked to pledge to learn more about the ideology and the history of black trans women.  They pledge to use correct pronouns.  They pledge to watch films and shows with LGBTQ characters and, most importantly, they pledge to become leaders in their school on these issues.  As we’ve seen in other contexts, the Left is hell-bent on turning students into 24/7 left-wing activists.  Mao’s Cultural Revolution lives, and anyone who gets in the way will be sent to the countryside, figuratively speaking, to learn from the peasants and be reeducated.

L.A. is in pretty much the same boat with “trans justice” now the linchpin of instruction.  But field reports are pouring in from everywhere:

A high school teacher in California keeps a ‘queer library’ in her classroom with books about orgies, kinks, fetishes, and bondage.

Schools in one Florida county are expelling students if their parents object to having them fill out a gender identity questionnaire.

Schools in one Pennsylvania county are encouraging boys to wear dresses.

There are more reports from all over the country about mandatory drag showsWoke math classes that destroy competency, indoctrination starting at age 3snitching on family and friends for microaggressions, expelling students for misgendering classmates, and more.  There are so many reports, I can’t keep up, anymore.

The war is on.  They’re coming for your kids.  Get active or get steamrolled.  Get involved before your kids become unrecognizable to you and turn on you, like the good little commies they are being trained to be.  Do nothing and you’ll just have to hope they don’t come after you with a machine gun, like in Pol Pot’s Killing Fields, because that’s what communists eventually do.

I only discussed teachers and administrators today.  The War on Parents is coming from several directions.  Tomorrow, I will tell you about some of those.

©Christopher Wright. All rights reserved.

Visit The Daily Skirmish and Watch Eagle Headline News – 7:30am ET Weekdays

Great Food Reset: School Kids Munch on Insects as Cricket Snacks Introduced to 1000 Schools thumbnail

Great Food Reset: School Kids Munch on Insects as Cricket Snacks Introduced to 1000 Schools

By Marc Morano

It’s here. Morano’s new book is now released!

The Great Reset: Global Elites and the Permanent Lockdown


Great Food Reset: Watch: School kids munch on insects as cricket snacks introduced to 1000 schools to ‘help save the planet from global warming’

By: Marc Morano – Climate Depot – September 11, 2022 10:56 AM

1000 Australian schools have just introduced to their canteens snacks containing bugs. Kids are now munching on chips laced with “eco-friendly” cricket protein made by Circle Harvest. Only a few years ago we would think this was an April fools prank… pic.twitter.com/Afxfjwv38n

— Evelyn Rae (@_evelynrae) September 9, 2022

Kid’s manipulated with bug-eating PSYOP: ”Chips are great aren’t they, and these chips are even better, because I think they are better for you, did you know that? Yeah, that way you know, mum and dad might let you have more chips. Good stuff” the interviewer said.

”Many children have the power of pester, so in some cases can be great agents of dietary change within the family” said Verity Jones from the University of the West of England in Bristol.

Marc Morano commented: “The Great Reset is happening here and now. This is not circa 1991, when we we were talking about a shadowy secretive vision of a New World Order. This is 2022 now and we are seeing a ‘new normal’ being imposed upon the world.

1) Our current energy system is being intentionally collapsed ;

2) Our transportation system is being intentionally collapsed; (and our freedom of movement is being stripped away)

3) Our First Amendment free speech rights are being collapsed by government & corporate collusion;

4) Our high-yield agricultural system is being intentionally collapsed to create man-made food shortages and chaos; and

5) The ability to eat meat is being banned to compel us to eat ‘lab-grown’ fake meat and eat insects.

Artificially caused food shortages will create demand for insect eating.  And our betters are using our children as hand-picked little ministers of propaganda to promote insect eating and ‘pester’ adults to comply with the agenda.

(See: The Great Food Reset has arrived: Expect ‘real’ food shortages, Biden declares – Meanwhile, Bill Gates & China buy up U.S. farmland)

Great Reset By Marc Morano – Chapter 12 Excerpt: ‘COVID Lockdowns Morph to Climate Lockdowns’

Watch video here.

Snacks containing bugs have been introduced to 1000 school canteens across the country.

Kids are now munching on chips laced with eco-friendly cricket protein made by Circle Harvest.

Kids cricket chips taste test

September 08, 2022 – NewsDNARaw

Snacks containing bugs have been introduced to 1000 school canteens across the nation by a Western Sydney company that says its products can help save the planet from global warming.

https://petersweden.substack.com/p/insects-schools

Via Swedish Journalist Peter Imanuelsen:

The Daily Telegraph interviewed school children eating these cricket chips, and when they asked the children if they knew it was made from insects, they didn’t know. This is how they do it. They cannot get adults to eat this stuff, so instead they just offer it to kids as tasty snacks and they go ahead and eat it without even knowing what it is.

”Chips are great aren’t they, and these chips are even better, because I think they are better for you, did you know that? Yeah, that way you know, mum and dad might let you have more chips. Good stuff” the interviewer said.

But this isn’t only in Australia.

Children at four primary schools aged 5 to 11 in Wales were offered insects to eat as part of a project to see how children’s appetites are for ”alternative protein” like crickets and mealworms (in case you don’t know, mealworms is bird feed).

Those who tell you to worry about climate change fly private jets.

Those who told you to stay home during lockdown went partying.

Those who tell you to worry about rising sea levels build ocean front mansions.

Those telling you to eat bugs are themselves dining on finest meat.

— PeterSweden (@PeterSweden7) September 3, 2022

But not only that, by feeding children insects, they hope that they can persuade parents to follow as well…

”Many children have the power of pester, so in some cases can be great agents of dietary change within the family” said Verity Jones from the University of the West of England in Bristol and is involved in the study.

So there you have it. They want to use children, brainwash them into thinking eating bugs as a good thing, and then get them to convince their parents to eat the bugs as well.

[ … ]

The thing is, it is not only happening in one country. As we saw, they are doing this in Australia, and on the other side of the world in Britain. This is a coordinated effort to push for eating bugs.

Imagine telling someone 10 years ago that they would be feeding your children insects at school. You would be called a crazy conspiracy theorist. Now they are doing it.

And guess what. It would not surprise me if they start slipping insects in junk food and most people won’t even realize. Just cover the taste up with some artificial flavor and you are good to go!

It is so good for the environment they say, with mealworms (bird feed) only producing 1% of greenhouse gases compared with cows. What a deal, just eat bird food to stop climate change! …

One city in the Netherlands is even talking about a proposal to ban advertisement of meat.

The plan is simple, they want you to eat the bugs, while the rich will continue to dine on the finest meat. They want you to give up all your comforts to stop climate change, but they themselves will fly in private jets.

And it all starts with brainwashing the children into eating bugs.

Why are they trying so hard to get us to eat bird food?

Related Links: 

The Great Food Reset: ‘They really *do* want you to eat bugs’ – ‘They’ve made meat expensive & launched a PR campaign to promote bug-eating’

Michael Shellenberger: ‘I mean look at these guys. They’re obsessed’: 

‘Green Elitism Behind Farmer Crackdowns’ – ‘What role is the World Economic Forum playing?’

Green Fascists Are Destroying the World: ‘Fascistic climate change movement will destroy freedom & prosperity’

Edward Ring: “If left unchecked, this fascistic climate change movement will destroy freedom and prosperity while it destroys the planet it purportedly wants to save. Ideological and Economic Fascism Combined – This is not a frivolous accusation because, in this case, the shoe fits. There are two types of fascism. One is based on ideology and manipulates popular emotions, and the other is based on economics and appeals to elitist greed. The climate crisis movement has found a way to combine both.”

The Great Food Reset has arrived: Expect ‘real’ food shortages, Biden declares – Meanwhile, Bill Gates & China buy up U.S. farmland

Climate Depot’s Morano: “If the Davos crowd of the World Economic Forum were looking for a better global environment on which to enact their central planning vision of a Great Reset, it would be hard to imagine a more conducive chaotic time than right now.”  See: Watch video: World Economic Forum’s utopian Great Reset vision of 2030 – ‘You’ll own nothing, and you’ll be happy’ – ‘Whatever you want you’ll rent & it’ll be delivered by drone’ – Meat will be ‘an occasional treat’.

Morano: “The vision of transforming the world into unelected bureaucrats taking even more control of everyday life, has now all the ingredients to push it along. The last 2 years have seen endless emergency declarations, wars, massive government spending, debt, runaway inflation, supply chain issues, food shortages, no privacy from big-brother style government snooping of your movements, skyrocketing energy prices, chipping away at car and homeownership, climate lockdowns, oppressive censorship and crushing of dissent, limits on freedom of travel, and physical autonomy.

The chaos is music to the ears of those who don’t like the idea or the messiness of human freedom. The World Economic Forum’s vision is to crowd us all in cities, they want to have us own nothing, they want to regulate literally every aspect of our lives. Food shortages are a great way to collapse the current system and install a Great Reset.” See: “When there is food on the table there are many problems. When there is no food on the table there is one problem.” — Chinese proverb.

Also see: ‘Americans May Have to Say Goodbye to Steak & Burgers as Beef Costs Rise’ as inflation soars – Just what the climate activists always wanted!

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NYC Middle School Teacher Encourages Students to Engage in Political Violence

By Project Veritas

“Throw bricks at people with opposing views…we don’t stand up for the Pledge [of Allegiance]” — Ariane Franco, Middle School English Teacher, NYC Department of Education


*CLICK HERE TO TWEET THE VIDEO*


Project Veritas released a fourth video in its newly launched Education Series today exposing a public school teacher.

Ariane Franco, who teaches English to NYC middle school students, was recorded admitting how she advises teenagers to engage in violence against those who stand in the way of her political agenda.

Here are some of the highlights from today’s video:

  • Ariane Franco, Middle School English Teacher, NYC Department of Education: “This is what I told my students. I was like, ‘Guys, there’s strategic ways to do this [protest].’ You want to…I brought up [a] crazy organization that have done this. Like, they chose which places to throw bricks in. They chose — and they didn’t do it in their own neighborhood…They didn’t do it to black and brown communities. Doing it to our own community does not make sense.”
  • Franco: “You got to go after the people who it’s not directly affecting…Throw it [brick] at the people that are actually doing the things that [need to] change.”
  • Franco: “I tell them — my kids — we don’t stand up for the Pledge [of Allegiance]. We do the Pledge of Allegiance every morning, you know, but we keep going on our business. It was a class decision at the beginning of the school year: ‘They’re not talking about me, so I’m not standing up,’ you know?”
  • Franco: “At one point, when I first started challenging it [the Pledge of Allegiance], I had my kids change the words…It was something like — I think we added at the end, ‘And we will fight for those who this does not address,’ or something like that. We added to [it] because it’s like, ‘And liberty and justice for all, and we will fight until that is true.’”

You can watch the full video HERE.

Project Veritas is still investigating wrongdoing within our education system. There’s still plenty to expose.

If you know of any corruption taking place that the public deserves to know about, contact VeritasTips@protonmail.com.


*CLICK HERE TO TWEET THE VIDEO*


EDITORS NOTE: This Project Veritas video expose is republished with permission. ©All rights reserved.

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Election Integrity Should be Bi-Partisan

By Neland Nobel

Election integrity is something everyone should be concerned about. Both parties have an interest in ensuring the public has confidence in the process. If not, it is destructive to the very core of the democratic process. The reason: if elections are not “honest”, what is the point of elections and without elections how can you have “democracy”, that is rule by the people? And, if not rule by the representatives of the people, elected by the consent of voters, by what standard can the “legitimacy” of governance be determined in a Constitutional Republic?

We know that Democrats too are concerned about election integrity because of their loud complaints in the first two decades of the 21st century. However, now they want to demonize anyone who questions the process.

Comparatively speaking, election integrity is even more important than the investigation of the unfortunate trespassing at the Capitol building, but it does not generate near the concern by the press, government officials, tech oligarchs, and Republicans like Liz Cheney. That event applied to just one Presidential election.  Election integrity applies to all elections, at all levels of government.

It is also somewhat disgusting that those that suggest that talking about election integrity is a “threat to democracy” try mightily to shut down the discussion. That is not going to work. We want to discuss it anyway.

What is an honest election? At one time, this seemed rather easy to answer. The results of the election should be determined by the votes cast. That seems simple, but the last election has shown how truly complicated it can be.

Let’s start with the voter. Can we all agree that voters should be citizens? No, some jurisdictions want non-citizens to vote and some resist the presentation of any kind of identification that proves both age and citizenship requirements, and additionally proof the voter is currently alive.

Can we agree that the voter casting the vote should be alive? No, the system often does not reliably verify signatures and ties those signatures to a physical address, which proves the person is who they say they are, and presumably alive and voting only once. A dead person apparently can vote by mail much easier than showing up to the polls and voting in person.  That much has been established. Why they always vote Democrat remains a mystery.

Can we agree that people should only vote once and that my vote should not count more than your vote? A recent study indicated that is difficult to determine that the number of votes cast equals the number of voters. The study found a 2.89% gap between the number of ballots cast and the number of voters. In a number of jurisdictions, the difference could determine the outcome of the election.

Can we agree on how the vote should be exercised? No, we can’t seem to agree on that.  It used to be you voted on one day, election day, and you did so at a polling place where at least there was some supervision and representatives of both parties present to see the supervision was fairly applied. This was standard procedure for a number of years, even when transportation was much more primitive. You voted at the polls on election day.

Today, a good deal of voting, sometimes the majority is done by mail-in and can be spaced over a number of days. And, the votes can be delivered into unsupervised drop boxes, where ballot stuffing can be done. Every voter should see the documentary film, 2000 Mules to get a sense of the extent of the problem.

Today, voting can even begin before campaigns are officially concluded, which allows voters to exercise their franchise often ignorant of late-breaking news, debate results, and opposition research, that might have influenced their thinking and choices. For example, polls indicate a substantial number of voters would have changed their vote, had they known about Hunter Biden and his criminal activities. But the news came after many had already voted.

A process that goes on over days with geographically spaced and unsupervised depositories is just an invitation to defraud the process.

Mail-in voting destroys the important “chain of custody”, which is a way of saying the voter casts a ballot, and that ballot gets to the counting center with no opportunity to change that vote, augment that vote with fake ballots, or remove that vote from the stream of ballots. The chain of custody is very important because it can stop a lot of voter fraud. Mail-in voting is thus rife with opportunities to manipulate, alter, or suppress the actual voting result.

Voting rolls should be regularly updated so people who have moved or died, cannot have their names entered into the process. This will reduce ballot stuffing by “mules.”

Once the votes get to a counting center, ideally, they should be counted by hand or by machines not connected to the internet. Machine counting can be quite accurate. For example, coins and bills are counted at great speed and with great accuracy by financial institutions, but there is no need to connect such analog machines to the internet where software can be hacked or manipulated. Representatives of both parties should be present when tabulations are collected from accurate high-speed analog counting devices.

Getting results to the press needs to take second place to accuracy in the vote count.

Can we all agree that the system should be one man, one vote and that all votes should be counted as accurately as possible? That would seem to be a no-brainer.

Here we will offer perhaps a controversial suggestion. The integrity of the system is a more important value to society than the convenience of the voter, but make voting as easy as possible. Therefore, make election day a holiday from work, so all can participate without great sacrifice to work or home responsibility. Require the voter to show up in person, with ID, and cast his/her vote on election day, not weeks before.

Convenience is a relative condition. For decades I voted at the polls on election day and got addicted to the convenience of mail-in voting. If people could walk, ride a horse or wagon, and get to a distant voting center in our frontier past, it is hardly inconvenient to give a person one task in a day they are getting off, to take a short drive in an air-conditioned bus or car, to vote in person at a polling station. With just one task to perform on a special day of civic responsibility, even those wheelchair-bound should find no difficulty getting to the polls. Usually, there are plenty of volunteers from political parties willing to help get out their mobility-challenged members to vote.

There is no need for independent parties to “harvest” or vote on behalf of another person.

We asked earlier, what is an honest election, and we have talked mostly about the process of voting itself, the security of those votes, and their accurate tabulation.

Beyond those mechanics, what is an honest election process?

In an ideal world, you should maximize freedom of assembly and the free press to see that the public is educated about the policy positions of the candidates and that they make informed decisions based on that information. That also presumes a fairly high degree of knowledge on the part of citizens so they understand their own political system (civics) and know a bit of history about their nation. But there is no realistic way to keep ignorant, bigoted, or uninformed people from voting. If government derives its just powers from the consent of the governed, the quality of government will be roughly equivalent to the quality of the governed.

In this realm, there is huge room for improvement. Public-school teachers who teach civics and history often do a poor job. I can recall a few exceptional teachers, but many made these important subjects just about as boring as possible. School choice seems the only alternative to getting better-educated citizens in all subject matters.

However, one thing seems clear from the last election cycle. We now know that government agencies interfered with the flow of information to voters. A high-ranking FBI agent just was forced to resign by deliberately suppressing information about criminal activity in the family of a Presidential candidate. Also, several intelligence and law enforcement agencies conspired with one political party that paid for bogus intelligence, acquired from foreign intelligence operatives, to try to change the outcome of an election.

In a free society, we can’t stop politicians from lying. We can’t stop the press from lying, although competition can help in that regard. And likely, we will never be able to stop leaks from government agencies to their pet press outlets. But clearly, government agencies should not be allowed to put their thumbs, elbows, and feet directly on the electoral scales. Nor should government agencies recruit, intimidate, or otherwise manipulate social media platforms into suppressing some news and releasing others.

Our Constitution forbids the government from suppressing the freedom of speech. That should apply as well to media companies that act as agents of the government.

This last cycle also showed that private companies also were allowed to spend millions of dollars in payments to election officials and private organizations, supposedly to improve the election process.

Government officials should run our elections, not private companies such as FaceBook. To date, 24 states have passed legislation to ban “Zuckbucks”, but not all states have done so.

From what we have described, it should be clear we at present do not have an “honest” election process. The current system is full of deficiencies that can be exploited. Voting rolls are often shoddy, the chain of custody is questionable, and the identification of voters is sketchy.

Do we have an honest electoral process, including a free flow of information and an informed electorate? Probably not on both counts.

At the very least, government intelligence agencies should not be interfering in the process by either planting bogus stories or suppressing real stories. Certainly, to actively conspire with one political party is unethical and cause for dismissal.It likely should be illegal. Government is there for all of us, not just some of us.

A Congressional review of our intelligence agencies, somewhat like the Church committee of the Viet Nam War period seems justified. It appears they took an active role not in cheating on vote counting, but in altering the political outcome through information manipulation and an outright conspiracy with the Democrat party and foreign intelligence operatives.

If the voting process is not secure, and if the election process, specifically the free flow of information is not operative, then you can legitimately say our election process was compromised.

That is not a statement “inciting insurrection”, it is simply saying election integrity is in fact the most important factor supporting our democratic system. Integrity applies to all elections, not just those with electors needed to certify Presidential elections.

It is the enemies of democracy who want to shut the discussion down and block attempts to improve the integrity of our elections.

Our elections likely will never be perfect, but they could be a lot more secure and fair than they currently are.

By all means, let’s have an open discussion and let all views be considered and stop this nonsense that concerned voters are “semi-fascists” any more than concerned parents are “domestic terrorists.”

Our democratic institutions are too sacred to be soiled by this kind of demagoguery.

TAKE ACTION

Are you fed up? Are you worried that America in rapidly sliding into a neo-Marxist state by the radical left in control of Washington with historically narrow majorities in the U.S. House and Senate and an Executive controlled by unnamed far leftists in place of a clinically incompetent President Biden? They are desperate to keep power and complete their radical progressive agenda that will change America and our liberty forever.

Americans just witnessed the passage of the Inflation Reduction Act of 2022 without one Republican vote in the U.S. Senate and House (just as Obamacare was passed in 2010). The IRS  will be hiring 87,000 new agents, many armed, to terrorize American taxpayers.

Americans witnessed the FBI raid at the Trump Mar-A-Lago home and property of President Trump, truly a first in all of American history. We know what that is about. 

It is undeniable that the Democrat Party and the administrative state (the executive branches of the DOJ, FBI, IRS, et al) are clear and present dangers to our Republic and our liberty as they increasingly veer further away from the rule of law and the Constitution. What is the solution? At this critical juncture, there is only one action we can all take.

The only viable and timely solution at this critical point is to vote – yes, vote correctly and smartly to retake the U.S. House and Senate on November 8th and to prepare the way to retake the White House in two years. Vote and help everyone you know to vote. Please click the TAKE ACTION link below – we must vote correctly and in great numbers to be sure our votes are counted to diminish the potential for the left to rig and steal the midterms and the 2024 elections as they are clearly intending to do after their success in 2020.

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Public Schools Are Spending Money Like Crazy, Despite Sharp Enrollment Declines

By Foundation for Economic Education (FEE)

This pattern of spending is unsustainable. These schools are bleeding money.


The public education system has been failing students for years. From misappropriating funds to providing inadequate lessons and passing illiterate students; public schools are losing support. Despite this they continue receiving extensive budgets which do not properly represent enrollment rates, attendance numbers, or staffing issues.

While it is true that 2020 was an extremely difficult year for these taxpayer-funded institutions, those who blame the Covid-19 pandemic are using it as a scapegoat. Before the extensive government pandemic response, the nation was experiencing a teacher shortage and a political takeover of public schools — the likes of which had never been experienced — which has only increased during the political battle over public health issues.

Since 2013 conflicts between teachers and school boards have been reported. This specifically hindered interest in the teaching profession.

In 2015 student interest in the teaching profession dropped by 5 percent in just a year and has continued to decline. Although arguments over teacher pay have been brought to the forefront of the situation, elementary and secondary school teachers made an average of over $63,000 during the 2019-2020 school year, and since then districts have increased pay and added massive bonuses to attract educators back to the profession, inflating budgets, yet still the teacher shortage remains.

New students entering the teaching profession continues to decline as teachers unions and school boards not only battle themselves, but parents as well. Instead of listening to the communities they serve, these powerful organizations are pushing their own political ideologies in the classroom. Educational focus has shifted from teaching core classes like math, science, and history, to identity-based practices which promote critical race theory (CRT) and gender theory.

The National School Board Association itself has fought to persuade schools to adopt CRT and the 1619 project. These race-focused lessons have yet to produce successful results. Because of this, families have disputed replacing sound lessons with untested classroom theories. When expressing their concerns at school board meetings these parents were silenced, and even publicly smeared as “domestic terrorists.”

In addition, during the pandemic various school boards and teachers unions fought to keep children isolated and masked long after it was deemed safe for them to return to in-person learning. Yet, educators still wished to receive full pay as students suffered from widespread learning loss and achievement gaps. It was even discovered that the American Federation of Teachers influenced CDC reopening guidelines, indicating that their power held sway over school health policies, arguably even more than factual public health data.

Parents quickly recognized the harmful effects of lockdowns and long-term masking. Schools which remained locked down longer saw the sharpest enrollment declines. These are, coincidentally, in highly progressive areas where CRT and other identity based lessons have been adopted by teachers and districts.

In 2019 math was deemed a “racist” subject in the state of Washington. By 2021, 70% of students in the area were failing math and more than half failed English. In nearby Oregon, reading and writing requirements have been removed to offer more “equitable” education experiences, and even test taking was deemed “racist” by the National Education Association.

In addition, the Biden Administration is leading the Department of Education to bring race to the forefront of American education on a national level. Instead of allowing states to choose what is best for their populations, government grants are now being awarded based on the implementation of identity-based education practices.

Public school officials have been quick to blame the pandemic for increasing student failures, but teaching equity over performance has yet to lead students to academic excellenceLearning loss is plaguing students across the nation, and instead of utilizing COVID relief money to ensure that students achievement gaps are filled in before Elementary and Secondary School Emergency Relief Funds (ESSR) expire, progressive states have allocated masses of these taxpayer dollars for identity based lessons.

Taxpayer funded ESSR money was swiftly approved and distributed with little to no oversight during the pandemic. Because of this, less than half of public schools have used COVID relief money to update HVAC units and reduce viral illness transmissions. Instead, districts in New York, California, Illinois, and Minnesota openly spent their pandemic dollars on political endeavors.

The California Department of Education received $15.1 billion in ESSR funding. Instead of focusing all of these taxpayer dollars on public health concerns the state funneled portions of this money into “implicit bias training,” “ethnic studies,” and “LGBTQ+ cultural competency.”

Similarly, New York gained $9 billion in emergency funding. This money was not primarily focused on keeping students healthy or improving classroom air quality but, “anti-racism,” “anti-bias,” “socio-emotional learning,” and “diversity, equity, inclusion,” lessons.

Illinois has also utilized masses of pandemic-relief money to institute equity plans with a specific focus on “anti-racism.” Minnesota took their $1.15 billion in ESSR funds and decided to use a portion of this massive payout for “culturally responsive” training and addressing “gender bias,” with a focus on gender affirmation.

COVID relief funds have been abused and directed to non-pandemic related educational services. All the while, students continue to fail at record rates and leave the public education system entirely.

Public schools are funded by local, state, and federal taxes. Funding is determined by varying factors which usually include student performance, enrollment rates, and attendance. Yet despite experiencing drops in all of these criteria, somehow states are still increasing budgets.

California — which has lost 2.6% of public school students since the start of the pandemic — has approved the largest education budget in the state’s history. This massive increase comes as California’s largest public school district has experienced a 40% chronic absenteeism rate. This reflects a national trend.

A third of Chicago schools are at least half empty, but that didn’t stop the Chicago Board of Education from increasing their 2022 budget from what was approved in 2021. In Washington DC, public school reading and math proficiency has dropped, and enrollment has stagnated, but the mayor proposed a 5.9% budget increase.

PennsylvaniaMinnesota, and other states have all continued spending more despite serving fewer students. These public schools are bleeding money and costing taxpayers billions in debt that will eventually have to be repaid.

Public schools received record amounts of funding during the COVID-19 pandemic. Despite this, school boards and teachers unions have allowed politics to dominate their policies and teaching practices. As a result, student success rates have suffered, and families are walking away from the system while lawmakers are passing budget increases that only further tax communities.

This pattern of spending is unsustainable. These schools are bleeding money. There is currently no end in sight as districts continue this trend into the 2022-2023 school year and beyond.

AUTHOR

Jessica Marie Baumgartner

Jessica is an education news reporter, homeschooling mother of 4, and author of “Homeschooling on a Budget,” whose work has been featured by: “The Epoch Times,” “The Federalist,” “The New American,” “The American Spectator,” “American Thinker,” “St. Louis Post Dispatch,” and many more.

EDITORS NOTE: This FEE column is republished with permission. ©All rights reserved.

The Forgetting of 9/11 thumbnail

The Forgetting of 9/11

By Alexander Riley

How did this coordinated mass murder become so irrelevant?

I have written a lot about the terrorist attacks of September 11, 2001 over the years, including a book on United Flight 93, which went down a few hours from my home in central Pennsylvania. In much of that work, I argued for the importance of that day not only in its human and material cost but also in what it represented as a contribution to the American civil religion. Core aspects of traditional American national identity—masculine heroism, a democratic citizenry prepared to stand in its defense, the deeply spiritual values that were present at the country’s origin—were displayed that day. I believed our collective memory of the response to terror by our heroic co-citizens would be sustained in our culture and perhaps even point the way to a return to previous unity.

The truth is that the farther we get from the date, the more evident it becomes that unifying this country is likely an impossible mission. In fact, the commonly claimed temporary unity produced in the wake of the attacks was itself, alas, illusory. It was not even fleeting. It was never real. The massive rift in this country, only too apparent now, was already visible then, but I and many others hoped our collective response to this national tragedy could bind up those old wounds and move us toward healing our broken culture.

When the planes hit the buildings that September day, I was just at the start of my second year as an assistant professor at a liberal arts college in central Pennsylvania.  In my first year, I had already learned a good deal about how things operated in environments like this one. I had come from a big research university, where it was relatively easy to get lost in the bureaucratic immensity of the place and fail to see the low-level cultural features of contemporary academic life that are unavoidable in smaller institutions. In my new job, I had quickly seen that some faculty, in my own department and elsewhere, were centrally motivated by ideological agendas and not anything remotely connected to the pursuit of Truth. They exercised considerable power over me, an untenured newcomer, at that point, and so I surveyed the landscape relatively silently, taking notes, observing. But I noticed, when I stopped into the school’s bookstore, that many of my colleagues were typically assigning books by advocates and activists rather than scholars. I heard from students some of what went on in other classrooms, and some of it was clearly directed not at teaching the Western canon but at undermining it.

This was already old news for those aware of the culture by then, of course. The culture wars of the 1980s and 1990s had left all the evidence of a system of higher education wholly off the rails, but there were still some older heads around to push things in the direction of balance even if they did not suffice to fully move the scale to the mid-point. So, it was possible to be hopeful that things might change.

Then, on September 12, 2001,  one of the other professors in my department posted an email message to the members of the department, calling for peace and reconciliation with the people who had carried out the attacks and stating that our violent history was the cause of the retributive strikes against us and that we deserved this counterblow. This person asserted that the best thing we could do was to come to a collective reckoning with our own malevolent role in world affairs and to spend any resources we had on the poor populations of the countries from which the terrorists had sprung, from which they always, invariably spring.

Several others echoed and approved the sentiment. This was the day after the attacks, with thousands of corpses yet unburied.

I responded, asking them why they believed such an approach would be successful. I was told that war had never accomplished anything. When I listed a few of the things war plainly has accomplished, with saving Europe from Nazism at the top of my list, I was reminded that innocent people had died in that and in all wars, so they couldn’t possibly have been just. And, in any event, the United States had profited from our victory in the war, which made it still more impossible that anything we did in that affair could be seen as morally correct.

When I realized that no resolution of the impasse was forthcoming, and fearing a bit that I was taking professional risks without any real possibility of a good outcome, I asked my interlocutors at least to remember that the destructive evidence of the attacks was still smoking in New York City and Washington, D.C., and Shanksville, Pennsylvania. Given that fact, and that we didn’t even yet know how many of our fellows were lying dead in those places, perhaps they might measure their statements in that light, at least for a little while.  I was told that none of us was innocent of guilt in what had happened.

In the emotional fervor of the days to come, I put that exchange aside and tried to concentrate on the national effort to mourn the dead. But it should have been clear already that people with the views that had been expressed by my interlocutors were not interested in trying to figure out how to unify the country. In the moment of the country’s greatest tragedy in at least a half-century, they leapt up not to defend but to denounce it.

Twenty-one years later, the divide has only widened and deepened.

*****

Continue reading this article at American Mind.

TAKE ACTION

Are you fed up? Are you worried that America in rapidly sliding into a neo-Marxist state by the radical left in control of Washington with historically narrow majorities in the U.S. House and Senate and an Executive controlled by unnamed far leftists in place of a clinically incompetent President Biden? They are desperate to keep power and complete their radical progressive agenda that will change America and our liberty forever.

Americans just witnessed the passage of the Inflation Reduction Act of 2022 without one Republican vote in the U.S. Senate and House (just as Obamacare was passed in 2010). The IRS  will be hiring 87,000 new agents, many armed, to terrorize American taxpayers.

Americans witnessed the FBI raid at the Trump Mar-A-Lago home and property of President Trump, truly a first in all of American history. We know what that is about. 

It is undeniable that the Democrat Party and the administrative state (the executive branches of the DOJ, FBI, IRS, et al) are clear and present dangers to our Republic and our liberty as they increasingly veer further away from the rule of law and the Constitution. What is the solution? At this critical juncture, there is only one action we can all take.

The only viable and timely solution at this critical point is to vote – yes, vote correctly and smartly to retake the U.S. House and Senate on November 8th and to prepare the way to retake the White House in two years. Vote and help everyone you know to vote. Please click the TAKE ACTION link below – we must vote correctly and in great numbers to be sure our votes are counted to diminish the potential for the left to rig and steal the midterms and the 2024 elections as they are clearly intending to do after their success in 2020.

FLORIDA: County Citizens Defending Freedom Leads Charge to Change Policy on Sexually Explicit Books in School Media Centers thumbnail

FLORIDA: County Citizens Defending Freedom Leads Charge to Change Policy on Sexually Explicit Books in School Media Centers

By Royal A. Brown III

Please read the EPOCH TIMES  article below, We now have forty Winter Haven 912 members who have submitted police complaints against the Polk County School Board as part of the County Citizens Defending Freedom (CCDF) initiative to eliminate sexually explicit books in Polk County school media centers.

Among the four paths Polk County Sheriff Judd suggested in his letter to us the first one was:

“Request the School Board revote on the recommendations I proposed, and Superintendent Heid agreed. This would put in place an opt-in and opt-out policy mandating that parents are the only ones who can authorize their children access to the instant books which contain shocking, inappropriate language anytime the child is under the legal adult age of 19.”

Since the Polk County School Board refused to vote on the policy to be put into place choosing to shirk their responsibility and delegate the decision to Superintendent Heid, we don’t understand why Heid later changed the policy to opt-out based under pressure from four of the same school board members who refused to vote in first place, e.g. Kay Fields, Sarah Fortney, Sara Beth Wyatt and Lisa Miller.

This is just WRONG and he should be urged by Sheriff Judd to reconsider which is what CCDF is doing in their appeal mentioned below.


Florida Citizen Group Leading Charge Against Sexually Explicit Library Books in Schools

Parents file more than 100 police complaints

By Darlene McCormick Sanchez • September 8, 2022

A Florida group isn’t giving up on their fight to stop the Polk County Public Schools from allowing students access to sexually explicit books in school libraries.

County Citizens Defending Freedom (CCDF) filed an appeal with the Polk County School Board on Sept. 6 over “pornographic” titles available to middle and high school children that include graphic descriptions of gay sex and child rape.

“Putting these quarantined books back on the shelves with unfettered access to minors is a blatant violation of Florida statutes and does not put students first,” the group’s complaint said.

In January, the group approached Sheriff Grady Judd—known nationally as a tough, no-nonsense lawman—concerning the books. That same month Superintendent Frederick Heid ordered the books pulled off the shelves for review.

Read more. 

©Royal A. Brown III. All rights reserved.

Where Does Your State Rank in Education Freedom? thumbnail

Where Does Your State Rank in Education Freedom?

By The Daily Signal

Florida ranks highest among the states in education freedom, while the District of Columbia trails behind all of them, according to a new “report card” from The Heritage Foundation.

The leading think tank’s 2022 Education Freedom Report Card, released Thursday, measures all 50 states and the District based on four broad categories: school choice, transparency, regulatory freedom, and spending. (The Daily Signal is Heritage’s multimedia news organization.)

Rounding out the top five states after Florida in overall education freedom are Arizona, Idaho, Indiana, and South Dakota.

The bottom five states, coming in just before the District in descending order, are Connecticut, Massachusetts, Maryland, New Jersey, and New York.

The authors write:

This report card sets a high bar for achieving and maintaining education freedom in the states. Our goal is that this annual ranking of states will not only inform parents and policymakers of what their states do well and where they need improvement, but that it will spur necessary and lasting reform.

The first of what will be a series of annual report cards from Heritage further divides categories into discrete factors that together determine the level of education freedom in each state.

Arizona ranks first in school choice as well as second in overall education freedom in Heritage’s analysis.

In July, Arizona Gov. Doug Ducey, a Republican, signed into law a bill extending education savings accounts to all K-12 students. Eligible students may use these accounts to pay for almost any schooling option—including private and charter school tuition as well as homeschooling expenses.

Florida and Indiana are among 13 states that also expanded existing school choice programs. Other states passed new school choice policies.

Real Clear Opinion poll found in June that 71% of Americans surveyed, an all-time high, said they support school choice.

But simply giving parents the freedom to choose their child’s private school isn’t enough, the authors of Heritage’s report write:

Although education choice is critical for the future of education freedom in this country—and some would argue that it is the reform that catalyzes all other necessary reforms in K–12 education today—it is one of many factors we assess in this report card.

As Heritage Foundation President Kevin Roberts, a contributor to the Education Freedom Report Card, previously has written:

When COVID-era remote learning began in 2020, parents gained an unprecedented view inside their students’ classrooms and their counties’ school board meetings. What they saw—fraudulent, woke propaganda disguised as curricula; union-driven closures; punitive mask and vaccine mandates; and the Democratic Party’s crackdown on objections to any of the above—has changed the moral and political foundations on which our education system rests.

With Americans’ trust in the public school system dropping by over a third in the past two years, according to Gallup Poll tracking, academic transparency is another growing priority.

New York, New Jersey, Illinois, and Massachusetts are among states that Heritage’s report card ranks low in transparency as well as in overall education freedom. These states, it says, have failed to bar or limit the teaching of critical race theory to K-12 students.

Florida ranks first for academic transparency, followed by Montana and South Dakota.

In March, Florida Gov. Ron DeSantis, a Republican, signed into law a requirement that school districts share course materials and library books with parents.

“In Florida, our parents have every right to be involved in their child’s education. We are not going to let politicians deny parents the right to know what is being taught in our schools. I’m proud to sign this legislation that ensures curriculum transparency,” DeSantis said during a signing ceremony in March.

A month later, DeSantis signed another bill into law that bars Florida’s K-12 schools from teaching critical race theory, which views all interactions through the lens of race.

Florida ranks second for regulatory freedom, following Mississippi with its perfect score because of low barriers to teaching, no chief diversity officers in school districts, and no testing based on Common Core education standards.

Jay Greene, senior research fellow in The Heritage Foundation’s Center for Education Policy, has argued that chief diversity officers “may be best understood as political activists who articulate and enforce an ideological orthodoxy within school districts.”

Greene writes:

In recent decades, the role of parents in determining the education of children has increasingly been displaced by a professional class of experts. The fact that these experts have pushed schools through a revolving door of failed educational fads, from whole language reading instruction to open classrooms to Common Core, has done nothing to diminish their confidence. This time they have it right, we’re told, so parents just need to get on board and hand their students over.

Return on taxpayer investment in K-12 education also contributes to a state’s overall education freedom ranking on the report card.

The District of Columbia ranks among the lowest for return on investment. The nation’s capital spends more per pupil than any state, yet takes 48th place in students’ average reading scores.

Idaho ranks first place in return on investment, spending almost the least per student to get the greatest academic returns.

Below is a list of all 50 states plus the District of Columbia, ranked highest to lowest for overall education freedom, according to Heritage’s report card:

  1. Florida
  2. Arizona
  3. Idaho
  4. Indiana
  5. South Dakota
  6. Mississippi
  7. West Virginia
  8. Montana
  9. Louisiana
  10. Tennessee
  11. Utah
  12. Texas
  13. Arkansas
  14. Georgia
  15. North Carolina
  16. Alabama
  17. Missouri
  18. Oklahoma
  19. New Hampshire
  20. Virginia
  21. Wyoming
  22. Iowa
  23. South Carolina
  24. Vermont
  25. Nevada
  26. Maine
  27. Michigan
  28. Nebraska
  29. California
  30. Kentucky
  31. Delaware
  32. Wisconsin
  33. Colorado
  34. Ohio
  35. North Dakota
  36. Kansas
  37. Pennsylvania
  38. New Mexico
  39. Minnesota
  40. Oregon
  41. Hawaii
  42. Illinois
  43. Washington
  44. Rhode Island
  45. Alaska
  46. Connecticut
  47. Massachusetts
  48. Maryland
  49. New Jersey
  50. New York
  51. District of Columbia

AUTHOR

Gillian Richards

Gillian Richards is a journalism fellow at The Daily Signal. Twitter: @gn_richards

RELATED ARTICLE: Back To School: If You Can’t Change Your School, Do These 5 Things Instead

EDITORS NOTE: This FEE column is republished with permission. ©All rights reserved.

Pandemic ‘Learning Loss’ Actually Reveals More About Schooling Than Learning thumbnail

Pandemic ‘Learning Loss’ Actually Reveals More About Schooling Than Learning

By Foundation for Economic Education (FEE)

The alleged “learning loss” now being exposed is more reflective of the nature of forced schooling rather than how children actually learn.


There are mounting concerns over profound learning loss due to prolonged school closures and remote learning. New data released last week by the US Department of Education reveal that fourth-grade reading and math scores dropped sharply over the past two years.

Fingers are waving regarding who is to blame, but the alleged “learning loss” now being exposed is more reflective of the nature of forced schooling rather than how children actually learn.

The current hullabaloo over pandemic learning loss mirrors the well-worn narrative regarding “summer slide,” in which children allegedly lose knowledge over summer vacation. In 2017, I wrote an article for Boston NPR stating that there’s no such thing as the summer slide.

Students may memorize and regurgitate information for a test or a teacher, but if it has no meaning for them, they quickly forget it. Come high school graduation, most of us forget most of what we supposedly learned in school.

In his New York Times opinion article this week, economist Bryan Caplan makes a related point: “I figure that most of the learning students lost in Zoom school is learning they would have lost by early adulthood even if schools had remained open. My claim is not that in the long run remote learning is almost as good as in-person learning. My claim is that in the long run in-person learning is almost as bad as remote learning.”

Learning and schooling are completely different. Learning is something we humans do, while schooling is something done to us. We need more learning and less schooling.

Yet, the solutions being proposed to deal with the identified learning loss over the past two years promise the opposite. Billions of dollars in federal COVID relief funds are being funneled into more schooling and school-like activities, including intensive tutoring, extended-day learning programs, longer school years, and more summer school. These efforts could raise test scores, as has been seen in Texas where students receive 30 hours of tutoring in each subject area in which they have failed a test, but do they really reflect true learning?

As we know from research on unschoolers and others who learn in self-directed education settings, non-coercive, interest-driven learning tends to be deep and authentic. When learning is individually-initiated and unforced, it is not a chore. It is absorbed and retained with enthusiasm because it is tied to personal passions and goals.

Certainly, many children have been deprived of both intellectual and social stimulation since 2020, as lockdowns and other pandemic policies kept them detached from their larger communities. I wrote back in September 2020 that these policies were damaging an entire generation of kids, and urged parents to do whatever possible to ensure that their children had normal interactions with the wider world.

Children who were not able to have those interactions will need more opportunities now to play and explore and discover their world. It is through this play, exploration, and discovery that they will acquire and expand their intellectual and social skills. This is best facilitated outside of a conventional classroom, not inside one.

“What we need is less school, not more,” writes Boston College psychology professor Peter Gray. “Kids need more time to play and just be kids. Mother nature designed kids to play, explore, and daydream without adult intervention because that is how kids develop the skills, confidence, and attitudes necessary for mental health and overall wellbeing.”

Fortunately, non-coercive schooling alternatives are becoming more widely available. My latest Forbes article describes an Illinois public middle school science teacher, Josh Pickel, who quit his job this summer to open a new self-directed microschool. As Pickel wondered: “What if we removed coercion and those kids were allowed to focus their energy and their intellect on things they care about?”

The start of this new school year brings with it greater education possibilities, including those like Pickel’s that enable children to joyfully explore content they care about, in pursuit of goals that matter to them, leading to genuine learning retained for years to come.

We can criticize school shutdowns and affirm that they never should have happened, while also recognizing that imposing more schooling is not the solution to presumed pandemic-era learning loss. It might raise test scores, but it’s unlikely to lead to true learning. Only freedom can do that.


Like this story? Click here to sign up for the LiberatED newsletter and get education news and analysis like this from Senior Education Fellow Kerry McDonald in your inbox every week.


AUTHOR

Kerry McDonald

Kerry McDonald is a Senior Education Fellow at FEE and host of the weekly LiberatED podcast. She is also the author of Unschooled: Raising Curious, Well-Educated Children Outside the Conventional Classroom (Chicago Review Press, 2019), an adjunct scholar at the Cato Institute, education policy fellow at State Policy Network, and a regular Forbes contributor. Kerry has a B.A. in economics from Bowdoin College and an M.Ed. in education policy from Harvard University. She lives in Cambridge, Massachusetts with her husband and four children. You can sign up for her weekly email newsletter here.

RELATED ARTICLE: Heritage Foundation Ranks Florida No. 1 in Education Freedom

EDITORS NOTE: This FEE column is republished with permission. ©All rights reserved.

Top Medical School Puts Wokeism Ahead of Giving America Good Doctors thumbnail

Top Medical School Puts Wokeism Ahead of Giving America Good Doctors

By The Geller Report

The final nail in the coffin the once greatest medical system in the world. Obamacare was the deathblow – the covid hammer and medical wokeism its poison fruit.

By Dr. Stanley Goldfarb and Laura L. Morgan, NY Post, September 2, 2022:

Harvard’s application question encourages applicants to discuss their challenges and struggles with identity.

Elite medical schools are deliberately recruiting woke activists, jeopardizing their mission of training physicians.

That’s what our organization found in a review of the application process for America’s top 50 medical schools. Nearly three-quarters of these institutions — and 80% of the top 10 — ask applicants about their views on diversity, equity, inclusion, anti-racism and other politicized concepts. The clear goal is to find the students who will best advance divisive ideology, not provide the best care to patients.

We based our review on the 2023 “Best Medical Schools” rankings by US News and World Report. We then looked at the secondary essay questions each school asks applicants, using a database compiled by Prospective Doctor. (Despite the name, secondary questions play a primary role in each institution’s selection process.)

Many schools explicitly ask applicants if they agree with statements about racial politics. Others gauge applicants’ views on or experience with woke concepts.

Harvard Medical School, the top-ranked institution, takes the latter approach. It asks applicants to share their “significant challenges in access to education, unusual socioeconomic factors, identification with a minority culture, religion, race, ethnicity, sexual orientation or gender identity.” It then encourages applicants to “explain how such factors have influenced your motivation for a career in medicine.”

Translation: Tell us how you want to solve social and political problems.

The curriculum centers around the idea of privilege in medicine.

We must fight back against health care’s terrifying conquest by the radically woke

The same holds true for Columbia University’s Vagelos College of Physicians and Surgeons, which is tied for third. It states its commitment to “diversity,” then asks applicants to prove how their “background and experiences” will “contribute to this important focus of our institution.”

Other medical schools are more direct. Duke University School of Medicine, tied for sixth place, asks applicants to describe their “understanding of race and its relationship to inequities in health and health care.” Before doing so, they’re told about “Duke’s collective stand against systemic racism and injustice.”

Duke further states that it expects students to go beyond “passive moments of reflection and becom[e] more active as we build to make lasting change.”

The University of Pittsburgh School of Medicine, ranked 14th, is even more blunt. It tells applicants: “We are interested in combating all forms of systemic barriers, and would like to hear your thoughts on opposing specifically: systemic racism, anti-LGBTQ+ discrimination, and misogyny.” It then doubles down with the ask: “How will you contribute?”

Similarly, the University of Texas Southwestern Medical School (#25) wants applicants to demonstrate “how you have committed yourself to understanding and aiding in the pursuit of equity and inclusion in your academic, professional or personal life.” How such activism relates to medicine is never stated.

Ditto at #43-ranked University of Miami Miller College of Medicine, where applicants must answer: “What have you done to help identify, address and correct an issue of systemic discrimination?” The answer can come from any facet of life, not just medicine.

The school says its mission is to end all forms of discrimination and marginalization.

University of Pittsburgh School of Medicine asks applicants how they will help end discrimination.

Read the rest.

EDITORS NOTE: This Geller Report is republished with permission. ©All rights reserved.

U.S. Funded Study: Physics is Racist thumbnail

U.S. Funded Study: Physics is Racist

By The Geller Report

“A $500,000 grant from the National Science Foundation funded a 22-page “study” that used Critical Race Theory to argue that physics was racist, in part because it rewards students for getting the right answer and uses whiteboards.” — Luke Rosiak, Daily Wire


US Funded Study Claims Physics is Racist Because Students Are Rewarded for Being Correct

By  Luke Rosiak •  •  DailyWire.com

A $500,000 grant from the National Science Foundation funded a 22-page “study” that used Critical Race Theory to argue that physics was racist, in part because it rewards students for getting the right answer and uses whiteboards.

The paper was funded through National Science Foundation Grant No. 1760761, which gave $500,000 to Seattle Pacific University for “understanding centrality and marginalization in undergraduate physics teaching and learning.”

“Critical Race Theory names that racism and white supremacy are endemic to all aspects of U.S. society, from employment to schooling to the law,” the paper reads. “We see the outcomes of this in, for example, differential incarceration rates, rates of infection and death in the era of COVID, and police brutality. We also see the outcomes of this in physics.”

In exchange for the hefty government funding, two scholars — a “chronically ill and disabled, physics-Ph.D.-holding, thin wealthy white woman” and a black man — watched videos of four science lessons, and spoke to two students and the teacher over Zoom.

[ … ]

Ironically, while the paper’s only finding of “whiteness” in a classroom was a Middle Eastern student supposedly oppressing his peers by helping them, it is the researchers themselves who seem to have the white person take up most of the space, with the white researcher conducting the Zoom interviews, referring to herself in the first-person in the text, and placing her name first.

Anticipating the rebuttal that cherry-picking a single exchange in one class lesson and turning it into a far-reaching metaphor is not rigorous research, the federally funded academics simply say anyone who said so would be “engaging in bad faith argumentation.”

Justifying how a Middle Eastern male working hard, getting the right answer, and helping his peers represents a negative trait called “whiteness” that is allegedly everywhere, they reason that “whiteness is pervasive, insidious, and complex.”

Yet they also could not describe it. “Part of the difficulty in characterizing whiteness lies with its having no genuine content,” the paper says.

Read more.

AUTHOR

Pamela Geller

RELATED ARTICLES:

Top med school putting wokeism ahead of giving America good doctors

Where Does Your State Rank in Education Freedom?

EDITORS NOTE: This Geller Report is republished with permission. ©All rights reserved.

VIDEO: Six Feet Of Blood Clots Removed From Vaxxed High School Football Player’s Legs thumbnail

VIDEO: Six Feet Of Blood Clots Removed From Vaxxed High School Football Player’s Legs

By The Geller Report

His calves were swelled up four inches larger. Watch:


They are STILL telling everyone to get boosters, when stories like this 1👇🏻are everywhere these days.

“Kaden Clymer, a junior lineman, had six feet of blood clots removed from his legs just days before the season kicked off.”https://t.co/50PPJ9h3nl

— Nat (@Arwenstar) September 6, 2022

Six Feet Of Blood Clots Removed From High School Football Player’s Legs Days Before Season Starts [VIDEO]

“His calves were swelled up four inches larger, in circumference, than they are now. So, he was very uncomfortable.”

By Gregory Hoyt, Red Voice, September 6, 2022

WAUSEON, OH – A high school football player has had his athletic career cut short after doctors found and removed approximately six feet of blood clots from the teenager’s legs. The cause of the blood clots is not yet known, but the teen now requires a regimen of blood thinners to ensure the issue doesn’t crop up again.

Kaden Clymer is a junior at a high school located in Wauseon and was looking forward to the start of the football season at school. However, playing the sport is no longer in the cards after an anomaly was discovered this past August.

Kaden’s mother, Maurine Clymer explained the bizarre medical issues that seemingly came out of nowhere on August 1st, telling a local news crew, “His dad took him to the emergency room after he was having severe pain in his back and legs.”

Tyson Rodriguez, one of Kaden’s teammates, remarked on when the issues first began fleshing out in the teen, saying, “I was a bit confused because I didn’t really know what was happening. He just told me that he wasn’t feeling good.”

On the evening prior to the high school football team had their first practice in the fall, Kaden was rushed to Toledo Children’s Hospital, with his mother explaining, “His calves were swelled up four inches larger, in circumference, than they are now. So, he was very uncomfortable.”

Looking back on his time at the hospital, Kaden stated, “I just wanted to go home, honestly. I didn’t really care what they did to me. I just wanted to go home.”

The teen and his family would eventually get the news of blood clots being the culprit behind the severe leg swelling. When Kaden learned of the underlying issue, he said he felt “really sad. I was crying and upset because I’ve played football my whole life, and I just wanted to play with my friends.”

An astonishing six feet of blood clots were removed from the teen’s legs, and has since been prescribed blood thinners that have ended his football career. After spending nine days in the hospital, the teenager returned to school while barely being able to walk.

Keep reading….

AUTHOR

Pamela Geller

RELATED ARTICLES:

Are you being ‘othered’ by Team Biden?

Embalmers Have Been Finding Numerous Long, Fibrous Clots That Lack Post-Mortem Characteristics

How Teachers Are Secretly Taught Critical Race Theory

EDITORS NOTE: This Geller Report column is republished with permission. ©All rights reserved.

Listen To The Very Clear Message From Bridget Ziegler A Florida School Board Member thumbnail

Listen To The Very Clear Message From Bridget Ziegler A Florida School Board Member

By Christian Ziegler

Listen To The Very Clear Message From Bridget Ziegler A Florida School Board Member – Dr. Rich Swier

Copyright © 2021 DrRichSwier.com LLC. A Florida Cooperation. All rights reserved. The DrRichSwier.com is a not-for-profit news forum for intelligent Conservative commentary. Opinions expressed by writers are solely their own. Republishing of columns on this website requires the permission of both the author and editor. For more information contact: drswier@gmail.com.

Massachusetts School District Settles Civil Rights Lawsuit with Football Coach Fired for Objecting to Critical Race Theory in Daughter’s Class thumbnail

Massachusetts School District Settles Civil Rights Lawsuit with Football Coach Fired for Objecting to Critical Race Theory in Daughter’s Class

By Judicial Watch

Washington, D.C. – Judicial Watch announced today that its client David Flynn, who was removed from his position as head football coach after exercising his right as a parent-citizen to raise concerns about critical race theory and Black Lives Matter propaganda in his daughter’s seventh-grade history class, settled his civil rights lawsuit against his former employers at Dedham Public Schools. As part of the settlement, the Superintendent of Dedham Public Schools, Michael Welch, acknowledged “the important and valid issues” raised by Flynn and specific changes in school policies because of Flynn’s complaint, including banning teachers from promoting Black Lives Matter to students online.

The Superintendent’s acknowledgment is the result of a February 2021 lawsuit filed in the United States District Court for the District of Massachusetts against the superintendent, high school principal, and high school athletic director for retaliating against Flynn for exercising his First Amendment rights (Flynn v. Forrest et al. (No. 21-cv-10256)).

The superintendent wrote in the letter that Flynn’s concerns were valid and that the school district is amicable to the settlement:

Dear Dave,

I hope you and your family are well. I am writing this letter to acknowledge the important and valid issues you raised regarding the Dedham Public Schools and the subsequent lawsuit you filed in federal court. I am pleased that we are able to amicably settle this matter after the recently filed appeal of the court’s decision.

First and foremost, I want to acknowledge and validate the concerns you initially raised regarding your daughter’s experiences at Dedham Middle School. You had every right to inquire about these issues, and you followed the appropriate steps in attempting to learn more. You correctly pointed out that the 7th grade social studies curriculum had significantly changed and parents were not informed of these changes. In probing this matter further, you discovered that the district’s website did not accurately reflect the new curriculum content, and parents were unable to understand what was being taught. Your legitimate questions prompted additional conversations at the School Committee level that ultimately led to the establishment of a Curriculum Advisory Committee that now brings together parents, community members, and district educators to broadly review and more thoroughly communicate curriculum changes and concerns. Curriculum updates are a necessary and important part of the work of school districts, and effectively communicating these improvements is a critical component of this process.

Your initial inquiry triggered a larger internal conversation about the district’s oversight in the teaching of these new curriculum units. More specifically, the sequencing of the curriculum’s identity unit and the virtual use of a Black Lives Matter emoji t-shirt by a teacher sparked a series of intense conversations about teacher autonomy and the importance of balanced messaging and viewpoints in the classroom. As you pointed out, positive intentions can often have unintended negative impacts on students. Ultimately, I directed staff to remove these t-shirt emojis and instructed them to not wear these in the classroom in the future.

Finally, I understand that after you raised these concerns at the classroom level, you left that initial conversation expecting to hear directly from the building principal. It appears this was unclear within the school and you did not hear back in a timely manner. I am sorry for this breakdown. Effective two-way dialogue among parents and school staff is the foundation of mutual trust. While we pride ourselves on this connection, in this particular instance this fueled frustration and identified room for improvement.

I regret that these initial justifiable concerns ultimately led to where we are today. As you have indicated, I appreciate your recognition of the opportunity to have improved the trajectory of this sequence. With this settlement, I hope we are able to put any divisions behind us and begin the important work of healing through better conversations and listening.

I recognize the school district’s opportunity to improve based upon the issues you have identified, and I thank you for raising them. As educators, I believe we can always learn from our experiences. Thank you for your many years of dedicated commitment to the development of student-athletes in Dedham.

Sincerely,

Michael J. Welch

Superintendent

“This a remarkable victory for Coach Flynn, as his federal civil rights lawsuit resulted in the Dedham School District admitting that he was absolutely right to be concerned about the district’s introducing a new, controversial CRT-style curriculum without parental notice or involvement,” said Judicial Watch President Tom Fitton. “And, Coach Flynn also appreciates that the teachers will no longer be able to use virtual learning to push Black Lives Matter symbols. It shouldn’t have taken a federal civil rights lawsuit for the school district to do the right thing. We hope other school officials take note they must treat parental curriculum concerns with respect and avoid radical indoctrination of children.”

“The past two years have been difficult for me and my family. I thank my family, friends, and everyone else who reached out for their continued support,” said Coach Flynn. “With Judicial Watch’s help, I can move on from this challenging situation knowing that by raising my concerns through the appropriate channels I made a difference for the students and families of Dedham Public Schools. I hope other parents can learn from this and not back down from fighting for what is best for their families.”

Judicial Watch lawsuits and FOIA requests on critical race theory and other leftist extremism are extensive:

  • Earlier this month, Judicial Watch sued on behalf of a Minneapolis taxpayer over a teachers’ contract that provides discriminatory job protections to certain racial minorities. The lawsuit was filed against the superintendent of the Minneapolis Public Schools, the Minneapolis Public Schools, and the Minneapolis Board of Education for violating the Equal Protection Guarantee of the Minnesota Constitution.
  • Judicial Watch in July 2022 sued the U.S. Department of Defense for records related to the United States Naval Academy implementing critical race theory in the training of naval recruits.
  • Records produced in April 2022 from the National Credit Union Administration (NCUA) show the government agency responsible for regulating credit unions required “inclusion and unconscious bias training” for the agency’s employees and contractors and offered advice on how to recognize and address alleged “microaggressions” in the workplace.
  • Records produced in February 2022 from the Consumer Financial Protection Bureau (CFPB) included a PowerPoint presentation titled “Race and gender based microaggressions” that was used for training at the organization.
  • Two sets of records obtained by Judicial Watch in November 2021 related to the teaching of critical race theory in Montgomery County Public Schools (MCPS), Maryland’s largest school system, included a training course with information about a book titled “Antiracist Baby” that introduces the youngest readers to “the concept and power of antiracism,” and says it’s the “perfect gift” for “ages baby to age 3.”
  • Records from Loudoun County, VA, obtained in October 2021 revealed a coordinated effort to advance critical race theory initiatives in Loudoun County public schools despite widespread public opposition.
  • A training document provided to Judicial Watch in October 2021 by a whistleblower in the Westerly School District of Rhode Island, details how its schools are using teachers to push critical race theory in classrooms. The training course was assembled by the left-leaning Highlander Institute and cites quotes from Bettina Love, from whom the Biden administration distanced itself publicly after her statements equating “whiteness” to oppression.
  • Records produced in June 2021 by Wellesley Public Schools in Massachusetts confirmed the use of “affinity spaces” that divide students and staff based on race as a priority and objective of the school district’s “diversity, equity and inclusion” plan. The school district also admitted that between September 1, 2020, and May 17, 2021, it created “five distinct” segregated spaces.
  • Heavily redacted records obtained by Judicial watch in May 2021from Montgomery County Public Schools (MCPS) in Maryland included documents related to their $454,000 “Anti-racist system audit” and critical race theory classes. Students were taught that the phrase “Make America Great Again” was an example of “covert white supremacy.”

EDITORS NOTE: This Judicial Watch column is republished with permission. ©All rights reserved.

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NYC Assistant Principal Becomes Second School Official to Reveal Discriminatory Hiring Practices

By Project Veritas

*CLICK HERE TO TWEET THE VIDEO*


Project Veritas released the third video in its newly launched Education Series today exposing another school official in charge of administering the education of children between the ages of five and nine years old.

Todd Soper, Assistant Principal for the New York City Department of Education specifically managing neighborhood charter schools for grades K-4, was recorded discussing how he would not offer a job to a right-leaning individual because of their political views.

Here are some of the highlights from today’s video:

  • Todd Soper, Grade K-4 Assistant Principal, Neighborhood Charter Schools, NYC Department of Education: “We have very specific questions, and ultimately our Diversity-Equity-Inclusion question, our DEI question is — it’s very telling if somebody has done a lot of work within themself, within the profession…if people don’t answer that question right, they’re just an automatic not hire.”
  • Soper: “If they [candidates] say that diversity is about — if they say something that lends itself to be colorblind, which could happen, like, ‘Oh, it’s like, you know, like everyone is equal.’ Those things that are well-intentioned statements, but they’re missing the depth of understanding of how the intersections of our identity live out in the world. So, that person wouldn’t get hired.”
  • Soper: “Our students’ lives matter based on the color of their skin, and how that intertwines into the context of the world. So, if you’re not willing to embrace fully that aspect of our students — and that means talking openly about race and talking about injustices in the world, then I don’t know if you’re going to be able to fully fulfill your [teacher] responsibilities.”
  • Soper: A teacher “didn’t want to teach Black Lives Matter” ideology to her students and left the school. “She would’ve probably been fired eventually just based off of mindset. But yeah, she left.”

You can watch the full video HERE.

Soper also detailed the ways in which gender ideology is pushed onto children even before they get to Elementary School.

“We have always, and will continue to, embrace diversity on all levels. So, the same way we embrace identities that are based off of ethnicity, skin tone and gender, we also embrace orientation,” Soper said.

“Like, for kindergarten, for Pride month, we got — every kid had a mirror and we talked about — a read-aloud about an animal, or about a boy that said he wanted to be a mermaid. It’s a way to start, like, ‘You should be whoever you feel like you should be.’ That was kind of the message of [the] read aloud,” he said.

“It’s delicate, right? So, in kindergarten and first grade, they [students] are five and six [years old] — but I think we start with the umbrella theme of, ‘Embrace who you are. You have to love who you are, and each part of you is beautiful, whatever you feel.’ As kids get older and the idea of gender becomes more salient, which happens more towards fourth grade…the conversations deepen as the kids get older.”


*CLICK HERE TO TWEET THE VIDEO*


EDITORS NOTE: This Project Veritas expose is republished with permission. ©All rights reserved.

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The Psychology of Totalitarianism

By Mattias Desmet

At the end of February 2020, the global village began to shake on its foundations. The world was presented with a foreboding crisis, the consequences of which were incalculable. In a matter of weeks, everyone was gripped by the story of a virus—a story that was undoubtedly based on facts. But on which ones? 

We caught a first glimpse of “the facts” via footage from China. A virus forced the Chinese government to take the most draconian measures. Entire cities were quarantined, new hospitals were built hastily, and individuals in white suits disinfected public spaces. Here and there, rumors emerged that the totalitarian Chinese government was overreacting and that the new virus was no worse than the flu. Opposite opinions were also floating around: that it must be much worse than it looked because otherwise, no government would take such radical measures. At that point, everything still felt far removed from our shores and we assumed that the story did not allow us to gauge the full extent of the facts.

Until the moment that the virus arrived in Europe. We then began recording infections and deaths for ourselves. We saw images of overcrowded emergency rooms in Italy, convoys of army vehicles transporting corpses, and morgues full of coffins. The renowned scientists at Imperial College confidently predicted that without the most drastic measures, the virus would claim tens of millions of lives. In Bergamo, sirens blared day and night, silencing any voice in a public space that dared to doubt the emerging narrative. From then on, story and facts seemed to merge and uncertainty gave way to certainty.

The unimaginable became reality: we witnessed the abrupt pivot of nearly every country on earth to follow China’s example and place huge populations of people under de facto house arrest, a situation for which the term “lockdown” was coined. An eerie silence descended—ominous and liberating at the same time. The sky without airplanes, traffic arteries without vehicles; dust settling on the standstill of billions of people’s individual pursuits and desires. In India, the air became so pure that, for the first time in thirty years, in some places the Himalayas became once more visible against the horizon.

It didn’t stop there. We also saw a remarkable transfer of power. Expert virologists were called upon as Orwell’s pigs—the smartest animals on the farm—to replace the unreliable politicians. They would run the animal farm with accurate (“scientific”) information. But these experts soon turned out to have quite a few common, human flaws. In their statistics and graphs they made mistakes that even “ordinary” people would not easily make. It went so far that, at one point, they counted all deaths as corona deaths, including people who had died of, say, heart attacks. 

Nor did they live up to their promises. These experts pledged that the Gates to Freedom would re-open after two doses of the vaccine, but then they contrived the need for a third.  Like Orwell’s pigs, they changed the rules overnight. First, the animals had to comply with the measures because the number of sick people could not exceed the capacity of the health care system (flatten the curve). But one day, everyone woke up to discover writing on the walls stating that the measures were being extended because the virus had to be eradicated (crush the curve). Eventually, the rules changed so often that only the pigs seemed to know them. And even the pigs weren’t so sure.

Some people began to nurture suspicions. How is it possible that these experts make mistakes that even laymen wouldn’t make? Aren’t they scientists, the kind of people who took us to the moon and gave us the internet? They can’t be that stupid, can they? What is their endgame? Their recommendations take us further down the road in the same direction: with each new step, we lose more of our freedoms, until we reach a final destination where human beings are reduced to QR codes in a large technocratic medical experiment.

That’s how most people eventually became certain. Very certain. But of diametrically opposed viewpoints. Some people became certain that we were dealing with a killer virus, that would kill millions. Others became certain that it was nothing more than the seasonal flu. Still others became certain that the virus did not even exist and that we were dealing with a worldwide conspiracy. And there were also a few who continued to tolerate uncertainty and kept asking themselves: how can we adequately understand what is going on?

At the beginning of the coronavirus crisis, I found myself making a choice—I would speak out. Before the crisis, I frequently lectured at University and I presented at academic conferences worldwide. When the crisis started, I intuitively decided that I would speak out in public space, this time not addressing the academic world, but society in general. I would speak out and try to bring to peoples’ attention that there was something dangerous out there, not “the virus” itself so much as the fear and technocratic–totalitarian social dynamics it was stirring up.

I was in a good position to warn of the psychological risks of the corona narrative. I could draw on my knowledge of individual psychological processes (I am a lecturing professor at Ghent University, Belgium); my Ph.D. on the dramatically poor quality of academic research which taught me that we can never take “science” for granted; my master’s degree in statistics which allowed me to see through statistical deception and illusions; my knowledge of mass psychology; my philosophical explorations of the limits and destructive psychological effects of the mechanist-rationalist view on man and the world; and last but not least, my investigations into the effects of speech on the human being and the quintessential importance of “Truth Speech” in particular.

In the first week of the crisis, March 2020, I published an opinion paper titled “The Fear of the Virus Is More Dangerous Than the Virus Itself.” I had analyzed the statistics and mathematical models on which the coronavirus narrative was based and immediately saw that they all dramatically overrated the dangerousness of the virus. A few months later, by the end of May 2020, this impression had been confirmed beyond the shadow of a doubt. There were no countries, including those that didn’t go into lockdown, in which the virus claimed the enormous number of casualties the models predicted it would. Sweden was perhaps the best example. According to the models, at least 60,000 people would die if the country didn’t go into lockdown. It didn’t, and only 6,000 people died.

As much as I (and others) tried to bring this to the attention of society, it didn’t have much effect. People continued to go along with the narrative. That was the moment when I decided to focus on something else, namely on the psychological processes that were at work in society and that could explain how people can become so radically blind and continued to buy into a narrative so utterly absurd. It took me a few months to realize that what was going on in society was a worldwide process of mass formation.

In the summer of 2020, I wrote an opinion paper about this phenomenon which soon became well known in Holland and Belgium. About one year later (summer 2021) Reiner Fuellmich invited me onto Corona Ausschuss, a weekly live-stream discussion between lawyers and both experts and witnesses about the coronavirus crisis, to explain about mass formation. From there, my theory spread to the rest of Europe and the United States, where it was picked up by such people as Dr. Robert Malone, Dr. Peter McCullough, Michael Yeadon, Eric Clapton, and Robert Kennedy.

After Robert Malone talked about mass formation on the Joe Rogan Experience, the term became a buzzword and for a few days was the most searched for term on Twitter. Since then, my theory has met with enthusiasm but also with harsh criticism.

What is mass formation actually? It’s a specific kind of group formation that makes people radically blind to everything that goes against what the group believes in. In this way, they take the most absurd beliefs for granted. To give one example, during the Iran revolution in 1979, a mass formation emerged and people started to believe that the portrait of their leader—Ayatollah Khomeini—was visible on the surface of the moon. Each time there was a full moon in the sky, people in the street would point at it, showing each other where exactly Khomeini’s face could be seen.

A second characteristic of an individual in the grip of mass formation is that they become willing to radically sacrifice individual interests for the sake of the collective. The communist leaders who were sentenced to death by Stalin—usually innocent of the charges against them—accepted their sentences, sometimes with statements such as, “If that is what I can do for the Communist Party, I will do it with pleasure.”

Thirdly, individuals in mass formation become radically intolerant for dissonant voices. In the ultimate stage of mass formation, they will typically commit atrocities toward those who do not go along with the masses. And even more characteristic: they will do so as if it is their ethical duty. To refer to the revolution in Iran again: I’ve spoken with an Iranian woman who had seen with her own eyes how a mother reported her son to the state and hung the noose with her own hands around his neck when he was on the scaffold. And after he was killed, she claimed to be a heroine for doing what she did.

Those are the effects of mass formation. Such processes can emerge in different ways. It can emerge spontaneously (as happened in Nazi Germany), or it can be intentionally provoked through indoctrination and propaganda (as happened in the Soviet Union). But if it is not constantly supported by indoctrination and propaganda disseminated through mass media, it will usually be short-lived and will not develop into a full-fledged totalitarian state. Whether it initially emerged spontaneously or was provoked intentionally from the beginning, no mass formation, however, can continue to exist for any length of time unless it is constantly fed by indoctrination and propaganda disseminated through mass media. If this happens, mass formation becomes the basis of an entirely new kind of state that emerged for the first time in the beginning of the twentieth century: the totalitarian state. This kind of state has an extremely destructive impact on the population because it doesn’t only control public and political space—as classical dictatorships do—but also private space. It can do the latter because it has a huge secret police at its disposal: this part of the population that is in the grip of the mass formation and that fanatically believes in the narratives distributed by the elite through mass media. In this way, totalitarianism is always based on “a diabolic pact between the masses and the elite” (see Arendt, The Origins of Totalitarianism).

I second an intuition articulated by Hannah Arendt in 1951: new totalitarianism is emerging in our society. Not a communist or fascist totalitarianism but technocratic totalitarianism. A kind of totalitarianism that is not led by “a gang leader” such as Stalin or Hitler but by dull bureaucrats and technocrats. As always, a certain part of the population will resist and won’t fall prey to the mass formation. If this part of the population makes the right choices, it will ultimately be victorious. If it makes the wrong choices, it will perish. To see what the right choices are, we have to start with a profound and accurate analysis of the nature of the phenomenon of mass formation. If we do so, we will clearly see what the right choices are, both at the strategic and ethical levels. That’s what my book The Psychology of Totalitarianism presents: a historical–psychological analysis of the rise of the masses throughout the last few hundred years as it led to the emergence of totalitarianism.

The coronavirus crisis did not come out of the blue. It fits into a series of increasingly desperate and self-destructive societal responses to objects of fear: terrorists, global warming, coronavirus. Whenever a new object of fear arises in a society, there is only one response: increased control. Meanwhile, human beings can only tolerate a certain amount of control. Coercive control leads to fear and fear leads to more coercive control. In this way, society falls victim to a vicious cycle that leads inevitably to totalitarianism (i.e., extreme government control) and ends in the radical destruction of both the psychological and physical integrity of human beings.

We have to consider the current fear and psychological discomfort to be a problem in itself, a problem that cannot be reduced to a virus or any other “object of threat.” Our fear originates on a completely different level—that of the failure of the Grand Narrative of our society. This is the narrative of mechanistic science, in which man is reduced to a biological organism. A narrative that ignores the psychological, spiritual, and ethical dimensions of human beings and thereby has a devastating effect on the level of human relationships. Something in this narrative causes man to become isolated from his fellow man, and from nature. Something in it causes man to stop resonating with the world around him. Something in it turns human beings into atomized subjects. It is precisely this atomized subject that, according to Hannah Arendt, is the elementary building block of the totalitarian state.

At the level of the population, the mechanist ideology created the conditions that make people vulnerable to mass formation. It disconnected people from their natural and social environment, created experiences of radical absence of meaning and purpose in life, and it led to extremely high levels of so-called “free-floating” anxiety, frustration, and aggression, meaning anxiety, frustration, and aggression that is not connected with a mental representation; anxiety, frustration, and aggression in which people don’t know what they feel anxious, frustrated, and aggressive about. It is in this state that people become vulnerable to mass formation.

The mechanist ideology also had a specific effect at the level of the “elite”—it changed their psychological characteristics. Before the Enlightenment, society was led by noblemen and clergy (the “ancien régime”). This elite imposed its will on the masses in an overt way through its authority. This authority was granted by the religious Grand Narratives that held a firm grip on people’s minds. As the religious narratives lost their grip and modern democratic ideology emerged, this changed. The leaders now had to be elected by the masses. And in order to be elected by the masses, they had to find out what the masses wanted and more or less give it to them. Hence, the leaders actually became followers.

This problem was met in a rather predictable but pernicious way. If the masses cannot be commanded, they have to be manipulated. That’s where modern indoctrination and propaganda were born, as is described in the works of people such as Lippman, Trotter, and Bernays. We will go through the work of the founding fathers of propaganda in order to fully grasp the societal function and impact of propaganda on society. Indoctrination and propaganda are usually associated with totalitarian states such as the Soviet Union, Nazi Germany, or the People’s Republic of China. But it is easy to show that from the beginning of the twentieth century, indoctrination and propaganda were also constantly used in virtually every “democratic” state worldwide. Besides these two, we will describe other techniques of mass manipulation, such as brainwashing and psychological warfare.

In modern times, the explosive proliferation of mass surveillance technology led to new and previously unimaginable means for the manipulation of the masses. And emerging technological advances promise a completely new set of manipulation techniques, where the mind is materially manipulated through technological devices inserted in the human body and brain. At least that’s the plan. It’s not clear yet to what extent the mind will cooperate.

Totalitarianism is not a historical coincidence. It is the logical consequence of mechanistic thinking and the delusional belief in the omnipotence of human rationality. As such, totalitarianism is a defining feature of the Enlightenment tradition. Several authors have postulated this, but it hasn’t yet been subjected to psychological analysis. I decided to try to fill this gap, which is why I wrote The Psychology of Totalitarianism. It analyzes the psychology of totalitarianism and situates it within the broader context of the social phenomena of which it forms a part.

It is not my aim with the book to focus on that which is usually associated with totalitarianism—concentration camps, indoctrination, propaganda—but rather on the broader cultural-historical processes from which totalitarianism emerges. This approach allows us to focus on what matters most: the conditions that surround us in our daily lives, from which totalitarianism takes root, grows, and thrives.

Ultimately, my book explores the possibilities of finding a way out of the current cultural impasse in which we appear to be stuck. The escalating social crises of the early twenty-first century are the manifestation of an underlying psychological and ideological upheaval—a shift of the tectonic plates on which a worldview rests. We are experiencing the moment in which an old ideology rears up in power, one last time, before collapsing. Each attempt to remediate the current social problems, whatever they may be, on the basis of the old ideology will only make things worse. One cannot solve a problem using the same mindset that created it. The solution to our fear and uncertainty does not lie in the increase of (technological) control. The real task facing us as individuals and as a society is to envision a new view of humankind and the world, to find a new foundation for our identity, formulate new principles for living together with others, and reclaim a timely human capacity—Truth Speech.

*****

This article was published by the Brownstone Institute and is reproduced with permission.

TAKE ACTION

Are you fed up? Are you worried that America in rapidly sliding into a neo-Marxist state by the radical left in control of Washington with historically narrow majorities in the U.S. House and Senate and an Executive controlled by unnamed far leftists in place of a clinically incompetent President Biden? They are desperate to keep power and complete their radical progressive agenda that will change America and our liberty forever.

Americans just witnessed the passage of the Inflation Reduction Act of 2022 without one Republican vote in the U.S. Senate and House (just as Obamacare was passed in 2010). The IRS  will be hiring 87,000 new agents, many armed, to terrorize American taxpayers.

Americans witnessed the FBI raid at the Trump Mar-A-Lago home and property of President Trump, truly a first in all of American history. We know what that is about. 

It is undeniable that the Democrat Party and the administrative state (the executive branches of the DOJ, FBI, IRS, et al) are clear and present dangers to our Republic and our liberty as they increasingly veer further away from the rule of law and the Constitution. What is the solution? At this critical juncture, there is only one action we can all take.

The only viable and timely solution at this critical point is to vote – yes, vote correctly and smartly to retake the U.S. House and Senate on November 8th and to prepare the way to retake the White House in two years. Vote and help everyone you know to vote. Please click the TAKE ACTION link below – we must vote correctly and in great numbers to be sure our votes are counted to diminish the potential for the left to rig and steal the midterms and the 2024 elections as they are clearly intending to do after their success in 2020.

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A Skeptic Confronts False Prophets

By Joshua Mitchell

John McWhorter has written an important book—a heretical book, really, because, in today’s America, black men are anathema if they believe what he believes, or write what he writes. McWhorter knows the bounds within which he is expected to live, but will not suffer the faux righteousness disseminated by the Elect of the Establishment Church of Wokeness. We will come to this church’s relationship, if any, to the Christian churches shortly; but supposing some linkage, we might, with respect to its understanding of race in America, be tempted to invoke Rom. 1:22, and say of this new religion: “Professing themselves to be wise, they became fools.” Woke Racism is McWhorter’s account of its foolishness.

Why can men like John McWhorter not have a place in the ghoulish world The Elect has constructed, a world in which the necessary separation between politics and religion has collapsed, a world in which a self-assured and disconnected elite does immense harm to black America while professing to help it? Consider the term, diversity, one of the articles of confession of this new religion. In a country with a historic but never fully realized commitment to pluralism, diversity sounds like a noble idea. It is not. Diversity presupposes that persons must be treated in terms of their purportedly essential group identities. These group characteristics are monovalent. To be a woman, you must be a feminist; to be black, you must vote for the Democratic Party and shun conservative ideas, etc. 

Diversity claims to make visible those persons who heretofore have been invisible. It does that—at the cost of making invisible those persons who cannot in principle exist within the groups it purports to make visible: traditional women, black conservatives, etc. Pluralism demands that all voices be heard on account of their personhood; diversity demands that purportedly innocent victim groups be heard and ranked according to their victimhood. Those who have no standing as victims must be silent; victims alone may speak; victims alone count. The early twentieth century toyed with eugenics schemes that ranked races according to their strength; in the early twenty-first century, the Elect of the Establishment Church of Wokeness toyed with a spiritual eugenics scheme that ranks identity groups according to their victimhood. The higher the ranking, the less its members are held responsible for caring for themselves and the more they stand in need of a state-funded army of “helpers” to make them feel safe, supported, and celebrated. 

There should be little wonder that transgenderism is the leading edge of the outreach missionary work undertaken by the Establishment Church of Wokeness; it represents the maximal case thus far discovered of a purportedly monovalent innocent-victim identity group in need of a state-funded army of helpers—medical, psychological, and legal. The AMA, APA, and ABA have been the vanguard of missionary zeal for its cause. So much for our once-vaunted independent guilds.

For this diseased moral accounting scheme to work without impediment, members of so-called victim groups who refuse to be condescended to or treated as innocent victims must be silenced. Women, who mock the contention that traditional motherhood is an artifact of patriarchal oppression? Silenced. Black men with sober hope who believe in America notwithstanding its several-hundred-year history of slavery? Silenced. John McWhorter has such sober hope. He is not a victim. As such, he belies that category into which he is supposed to fit. That is why John McWhorter must be silenced.

McWhorter argues that woke racism is a new religion. Like other religions, woke racism has superstitions, a clergy, original sin, evangelical outreach, an apocalyptic vision, heretics, and an eagerness to supplant earlier religions.

One of the principal virtues of McWhorter’s book is its psychological acuity. Woke racism is a disease; but it is a disease whose symptoms are only intermittently displayed. Your friend, neighbor, or family member can appear perfectly rational one moment, then lose himself in a fit of cathartic rage directed at a convenient scapegoat, or perhaps grovel at the altar to an innocent victim. If parishioners of this new religion were continuously enraged or groveling, the contrast with healthy rational neutrality would be obvious. What makes a diagnosis of this illness difficult is that its practitioners are rational most of the time. The advantage—and disadvantage—that you, the outside observer, have is that you witness the episodic outbursts at a bemused distance, while the parishioners themselves are oblivious to the chasm between their rationality and their intermittent woke condition. They think the whole of their lives is rational; yet you notice that in the morning they are buying groceries at the local market like a normal neighbor, in the early afternoon they are watching CNN or MSNBC participating in collective rage toward President Trump, and in the early evening they are participating in white self-humiliation sessions overseen by white or black high priestesses who promise to exorcize the racist demons they harbor. This is strange. You can see it; they cannot.

Woke racism, in a word, is an outburst that appears within an otherwise rational framework, and is not to be confused with the complete destruction of such a framework. An emblematic literary depiction of this intermittency is the two-minute hate Orwell described in 1984. Oceania is a perfectly rational society, punctuated by the two minutes of cathartic rage its citizens undergo daily. Its citizens, like so many American citizens today, seem untroubled by the chasm that separates their everyday rationality from their intermittent cathartic rage or groveling. It is unclear how this disease, which intermixes with sanity, can be cured.

Is woke racism a new religion? How we answer this question gives some indication of the cure that will be needed. McWhorter argues that woke racism is a new religion. Like other religions, woke racism has superstitions, a clergy, original sin, evangelical outreach, an apocalyptic vision, heretics, and an eagerness to supplant earlier religions. If it is a new religion, then we might have several responses to it. We might say that like all religions, it satisfies an ineradicable longing in the human heart, and therefore, in light of Christianity’s decline, it will reign for a long time, perhaps centuries. Alternatively, we might say that mankind in the twentieth century had almost liberated itself from the religious superstition of Christianity, that a new religion, no less irrational has now arisen to take its place, and that we must resist its irrationality no less than we were called to resist Christianity. On this latter account, the antidote to woke racism is enlightenment. This is McWhorter’s position:

A new religion in the guise of world progress is not advance; it is detour. It is not altruism; it is self-help. It is not sunlight; it is fungus. It is time it became ordinary to call it for what it is and stop cowering before it, letting it make people so much less than they—black and everyone else—could be.

I am not so sure enlightenment in its generally understood sense can serve as an antidote. I say this because, in the Establishment Church of Wokeness, enlightenment is seen as one of the fruits of “Whiteness” and, so, far from being an antidote, it is seen as the very poison that must be purged. This is a profound problem, which Plato first wrote about in the Republic: when a soul or a city is sick, the medicine needed to cure it will be misconstrued as poison. An alternative account, which McWhorter does not consider, is that woke racism is in fact a deformation of Christianity, whose cure, therefore, cannot be enlightenment in the generally-understood sense, but rather a recovery of an undeformed Christianity, whose understanding of enlightenment predates the period of the Enlightenment in western history by some 1,700 years. If this is the real cure, then our cure will be found in the churches. Christianity can recover a healthier account of original sin than woke racism can possibly provide. Whatever our position may be, it should be clear that we are taking one or the other side of two possible positions: either a darkened religion is cured by enlightenment in the generally understood sense, or it is cured by recovery to the enlightened version of the religion of which the darkened version is a deformation.

What do white and black Americans get from participating in woke racism? Whites, McWhorter proposes, get to be members of The Elect, that special standing in America dating to the Puritans, that saves them from the loneliness of democratic anonymity, and distinguishes their purity from the stain of the irredeemably damned. They understand that America is systemically racist; only irredeemables would believe otherwise. That is why The Elect can say with certainty that the police are agents of white systemic racism and must be defunded. They know best what is best for the country as a whole, and for black Americans in particular. They know that they alone can save black Americans, by removing or lowering the bar on standardized tests, and ignoring grades, both of which are insidious constraints established to protect and fortify Whiteness.

It is worth mentioning that black political thought in America, until the race grievance industry got fully underway, was characterized by an immense range of ideas, united by the understanding that human agency mattered.

What do black Americans get from the Establishment Church of Wokeness? The black Elect, too, pride themselves on knowing with certainty something that others, especially whites, are too steeped in ignorance and sin to recognize, namely, that America is systemically racist. The Puritan Elect had special knowledge that “the world” did not and could not comprehend; the black Elect possess special knowledge that, regardless of what worldly evidence suggests, the world is racist. To doubt this is reveal that you lack such special knowledge. Black America as a whole receives something equally insidious, namely, the strange comfort, familiar in the period of American slavery, that they can do nothing to thrive and flourish, unless the Elect provides it for them.

That is why it is senseless to talk of personal responsibility. Nothing black Americans can do on their own, with their friends, with their families, and with their communities, can alter their fate. Confirming this contention has required nothing less than the erasure of the history of black success in America. In the wake of the Great Society Program, as a noble hope was transformed into the race grievance racket, precisely this was done. Now several generations later, the history of black success having been erased, young blacks and whites in America are taught that slavery was followed by Jim Crow, which was followed by systematic racism of an even more insidious form. Individual agency, mediating institutions of the sort Tocqueville had in mind for all of us, the rule of law, the U.S. Constitutional framework—none of these can be of any help to black America.

McWhorter does not make this point, but it is worth mentioning that black political thought in America until the race grievance industry got fully underway, was characterized by an immense range of ideas, united by the understanding that human agency mattered. What has been disheartening, even frightening, is the extent to which in the hands of The Elect, this view has all but disappeared. The hope for freedom has been supplanted by despair and resignation. Here, The Elect looms large, for they see clearly what the irredeemably stained cannot see, namely, that all of mankind looms small.

McWhorter’s proposed on-the-ground way of dealing with the Elect is of a piece with a growing chorus of thinkers on the right and even on the center-left. Zealotry can only be listened to and endured for so long before citizens close their doors and tell proselytizers to go away. The shame, here, for McWhorter, is that at its best, the political left brings forth new ideas about justice that all societies need from time to time, to be renewed. The Elect parishioners in the Established Church of Wokeness, who think they have found the key that unlocks the riddle of history, are in fact obstacles to the provisional achievement of justice that it is each generation’s responsibility to establish.

*****

This article was published by Law & Liberty and is reproduced with permission.

TAKE ACTION

Are you fed up? Are you worried that America in rapidly sliding into a neo-Marxist state by the radical left in control of Washington with historically narrow majorities in the U.S. House and Senate and an Executive controlled by unnamed far leftists in place of a clinically incompetent President Biden? They are desperate to keep power and complete their radical progressive agenda that will change America and our liberty forever.

Americans just witnessed the passage of the Inflation Reduction Act of 2022 without one Republican vote in the U.S. Senate and House (just as Obamacare was passed in 2010). The IRS  will be hiring 87,000 new agents, many armed, to terrorize American taxpayers.

Americans witnessed the FBI raid at the Trump Mar-A-Lago home and property of President Trump, truly a first in all of American history. We know what that is about. 

It is undeniable that the Democrat Party and the administrative state (the executive branches of the DOJ, FBI, IRS, et al) are clear and present dangers to our Republic and our liberty as they increasingly veer further away from the rule of law and the Constitution. What is the solution? At this critical juncture, there is only one action we can all take.

The only viable and timely solution at this critical point is to vote – yes, vote correctly and smartly to retake the U.S. House and Senate on November 8th and to prepare the way to retake the White House in two years. Vote and help everyone you know to vote. Please click the TAKE ACTION link below – we must vote correctly and in great numbers to be sure our votes are counted to diminish the potential for the left to rig and steal the midterms and the 2024 elections as they are clearly intending to do after their success in 2020.

PODCAST: Why This East Coast State Is Becoming a Hub of Education Entrepreneurship thumbnail

PODCAST: Why This East Coast State Is Becoming a Hub of Education Entrepreneurship

By Foundation for Economic Education (FEE)

New Jersey education entrepreneurs are embracing an ethos of permission less innovation, creating new learning solutions that work well for children and others in their communities rather than trying to change an entrenched traditional school system.

When Ben Ashfield and Tammy Tiranasar couldn’t find their preferred educational environment for their two younger children, they decided to build it. Ben works in advertising and Tammy is an artist, but first and foremost they are entrepreneurial parents who want the best for their children. Last fall, the couple took over a vacated classroom space in Mountainside, New Jersey, and created The Village Electric as a full-day, co-learning center for local children ages two to twelve, open five days a week. They launched with 45 kids and several teachers.

This year, their program continues to thrive, but Ben and Tammy aren’t content with creating just one alternative learning model that satisfies their family’s needs. They want their space to become an incubator for many other entrepreneurial parents and teachers who wish to build microschools and co-learning communities of their own.

“The benefit of The Village Electric is making it easier to get involved in education and to innovate in education,” said Ben, likening his vision to that of WeWork and related coworking spaces that help to foster collaboration and knowledge-sharing. I talked with Ben and Tammy on this week’s episode of the LiberatED podcast.

“We felt we could benefit from creating a community for kids where we are working together, but it’s also a place for entrepreneurial teachers to start their vision of what school can be,” Ben continued. “It’s a place for people to start co-ops if they’re homeschoolers. It’s a place where homeschoolers can find community on their schedule. It’s a place where people can do their online learning except do it in a community of people learning other things. I would love to see an explosion of innovation happening like what you saw in Silicon Valley 15 years ago where people are trying lots of different things.”

Over the past two years, the Garden State has emerged as an ideal spot to pursue education entrepreneurship and invent a variety of schooling alternatives. You may recall my conversation earlier this year with Jill Perez, a long-time teacher and supervisor of student-teachers at the university level, who created a “pandemic pod” in 2020 with other New Jersey families. She then shifted that into a full-fledged microschool last fall, opening with more than 40 students, along with teachers she recruited from the New York City public schools. She recently purchased a building for her microschool and her program continues to grow.

Similarly, last spring I spoke with Lorianne Bolotin, an immigrant physician and midwife who never thought she would be in the education business until school closures prompted her to homeschool her children. Like Jill, she created a pod with local families and turned that into an established microschool in leased commercial space in a New Jersey office park. Her program also continues to expand and evolve, including her efforts to support a network of similar microschools across the country.

What is it about New Jersey that is making it a developing hub of education entrepreneurship and creative learning options? Certainly prolonged school closures and related pandemic policies contributed to more families exiting district schools for private education options, including homeschooling. New Jersey public schools experienced lengthy closures and reopened with mask mandates and other policies that frustrated some parents. The New Jersey Department of Education reported that the state’s traditional public schools lost a record 18,000 students during the 2020/2021 and 2021/2022 school years, reflecting a larger trend in declining public school enrollment nationwide since 2020. Enrollment declines were steepest in school districts that remained closed longer and relied more on remote learning, as well as those that kept mask mandates, according to data from the American Enterprise Institute.

New Jersey is also one of the least restrictive states for homeschooling, with no notification requirement for parents who want to homeschool their children, and few regulations. This ease of homeschooling has contributed to the proliferation of microschools, learning centers, and similar schooling alternatives, and all of the New Jersey microschools I have spotlighted this year operate as full-time, drop-off programs for homeschoolers. Some also offer part-time options as well. This enables families to be integrally involved with their children’s education while providing the flexibility for parents to continue working full-time and allowing their children to have a consistent peer group and ongoing academic enrichment.

These New Jersey microschools also tend to be less costly than other private schools in the state. For example, The Village Electric’s annual tuition is $10,500 for a full-day, Monday through Friday program, while the average New Jersey private school tuition is 42 percent higher than that. If New Jersey adopted school choice policies like those in Arizona and West Virginia that enable education funding to follow students instead of going to school districts, then microschools and similar learning communities would be accessible to even more families.

Some New Jersey microschools, including The Village Electric, are recipients of microgrants from VELA Education Fund, a non-profit organization that provides funding to non-traditional education organizations and schooling alternatives. VELA grant recipients frequently use their funds to help provide scholarships and tuition assistance to families who need it.

New Jersey education entrepreneurs are embracing an ethos of permissionless innovation, creating new learning solutions that work well for their children and others in their communities rather than trying to change an entrenched traditional school system. “As parents, we need to exercise our right to educate our children in the way that we think they need to be educated, and not ask for permission for that,” said Ben. “If you’re going to your school board and fighting with your public school, while I so appreciate that and understand that, we also need to just exercise our right to educate our children. That’s what inspired Tammy and me. We asked: How can we do something productive where we don’t feel like we’re wasting our energy trying to change something that really has no interest in changing?”

More entrepreneurial parents and educators in New Jersey and beyond are asking, and answering, that question.

Documentary ‘Keep This Between Us’ exposes sexual predators and ‘widespread grooming’ in our public schools thumbnail

Documentary ‘Keep This Between Us’ exposes sexual predators and ‘widespread grooming’ in our public schools

By Dr. Rich Swier

On August 9th of 2017 we wrote about Jason Edward Meyers a teacher at Palmetto High School in Miami-Dade, Florida who is a pedophile who stalked his underaged students for sex for a decade. We wrote,

As Florida’s public school students are heading back to school, parents should be aware that Miami-Dade County Public Schools have been plagued by numerous sexual assault cases by teachers and administrators over the past five years, the most recent being the “Jason’s Girls” episode.

According to a legal complaint filed in federal court in Miami, Jason Meyers had molested numerous girls since 2004. When his principal at the time was told of a particular offense in 2008, the complaint alleges, he was transferred to another school. The complaint reads in part:

This action concerns the repeated sexual abuse and harassment of Plaintiff by her English and Creative Writing teacher, Jason Edward Meyers (“Meyers”), during Plaintiff’s junior and senior years at Miami Palmetto Senior High School (“Palmetto High School”), while she was 16 and 17 years oldPlaintiff is one of many underage female students that Meyers recruited, groomed, and exploited in a systematic fashion during his near decade-long tenure as a known sexual predator employed by Defendant. [Emphasis added]

Now there is a documentary titled Keep This Between Us about Jason Meyers and other predators in our public school classrooms.

In this documentary a woman re-examines her past relationship with a teacher, exposing the shocking statistics of widespread grooming in U.S. high schools.

On August 4th, 2022 we published an article titled It Took Over 6-Years and 9 Months to Bring to Trial a Teacher Accused of Being a Sexual Predator. Why?

The article was about Jason Edward Meyers and that he is still walking the streets of Miami, Florida, even though he is facing three felony charges of sexual battery. We wrote,

Many are questioning if our criminal justice systems are working properly and we are insuring that those accused of a crime are brought to trial quickly.  One Florida case caught our attention after a reader contacted us.

We were recently made aware of the criminal trial of Jason Edward Meyers in Miami-Dade County, Florida. Meyers is a former Palmetto High School teacher who is accused of 3 counts of felony sexual battery upon young girls, who were his students, in April of 2014.

Meyers is still walking the streets of Miami-Dade County on his own recognizance. To date there have been 572 docket hearings on the Meyers case. Unbelievable. If we can’t bring someone accused of sexual battery to trial what does that say about our criminal justice system?

We thought that justice must be swift in order to be effective in deterring crime.

We were wrong when it comes to Miami-Dade County. It seems justice is slow and favors the alleged perpetrator rather than his victim or victims

Jason Edward Meyers originally appeared in court on a bond hearing on February 19th, 2016 (read the details of State Case here: No. 132016CF0034080001XX.)

According to the Miami-Dade County Clerk of the Courts Meyers is now scheduled for a trial hearing on November 28th, 2022 at 9:30 a.m. (see Meyers, Jason Edward case file). That is 6 years and 9 months after the alleged crime of sexual battery upon a young girls.

Soviet Union prisoner Aleksandr I. Solzhenitsyn in his biography The Gulag Archipelago wrote, “When we neither punish nor reproach evildoers, we are not simply protecting their trivial old age, we are thereby ripping the foundations of justice from beneath new generations.

We agree. Not punish sexual predators, pederasts, pedophiles and perverts rips apart the very foundation of our justice system. These criminals prey upon our most vulnerable children!


Keep This Between Us” premiered on August 29th and is now streaming on Hulu.


©Dr. Rich Swier. All rights reserved.

CHILD ABUSE: Reading, Math Scores PLUNGE for 9-year olds, Data Shows thumbnail

CHILD ABUSE: Reading, Math Scores PLUNGE for 9-year olds, Data Shows

By The Geller Report

Epic fail on every level. Once we led the world, now we barely bring up the rear. The left has destroyed every great American achievement.

Get your children out of government schools. They are abusing your children.

Reading, math scores fell sharply during pandemic, data show

By: Colin Binkley, AP, Sep 1, 2022

WASHINGTON (AP) — Math and reading scores for America’s 9-year-olds fell dramatically during the first two years of the pandemic, according to a new federal study — offering an early glimpse of the sheer magnitude of the learning setbacks dealt to the nation’s children.

Reading scores saw their largest decrease in 30 years, while math scores had their first decrease in the history of the testing regimen behind the study, according to the National Center for Education Statistics, a branch of the U.S. Education Department.

The dramatic setbacks, which erased two decades of progress in American test scores, reflect years of upheaval for the country’s education system. Schools shut down for months at a time amid COVID-19 outbreaks. Many children spent a year or more learning from home. Virus outbreaks among staff and students continued the disruption even after kids returned to the classroom.

The declines hit all regions of the country and affected students of most races. But they were most dramatic for the country’s most vulnerable kids. Students of color saw some of the steepest decreases, widening the racial achievement gap.

Much of the nation’s standardized testing didn’t happen during the early days of the pandemic, so the findings released Thursday gave an early look at the impact of pandemic learning disruptions. Broader data is expected to be released later this year as part of the National Assessment of Educational Progress, also known as the Nation’s Report Card.

“These are some of the largest declines we have observed in a single assessment cycle in 50 years of the NAEP program,” said Daniel McGrath, the acting associate commissioner of NCES. “Students in 2022 are performing at a level last seen two decades ago.”

In math, the average score for 9-year-old students fell 7 percentage points between 2020 and 2022, according to the study. The average reading score fell 5 points.

The pandemic’s upheaval especially hurt students of color. Math scores dropped by 5 percentage points for white students, compared with 13 points for Black students and 8 points for Hispanic students. The divide between Black and white students widened by 8 percentage points during the pandemic.

Decreases were more uniform in reading: Scores dropped 6 points for white, Black and Hispanic students.

For Asian American students, Native American students and students of two or more races, there was little change in reading or math between 2020 and 2022, the study found.

The setbacks, especially among underprivileged kids, raised alarms in the education world. Denise Forte, interim CEO of the Education Trust think tank, called it “deeply disturbing.”

“Due to inequitable and unjust school systems, students who are the most underserved continue to struggle academically both before and during the pandemic,” Forte said. “Decision-makers at all levels have not done nearly enough to address the long-standing resource inequities that prohibit Black, Latino and students from low-income backgrounds from reaching their full academic potential.”

Read full article.

AUTHOR

Pamela Geller

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